3.MD.1 - About the Math, Learning Targets, and Rigor

Grade 3 Measurement

3.MD.A.1

About the Math

Full Standard

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram).

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

3rd Grade Students Learning 3rd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

 

Learning Targets

  • Tell and write time to the nearest minute.
  • Measure elapsed time using number line diagrams.
  • Solve problems with elapsed time using tools including number line diagrams.

 

About the Math

Time is the duration of an event from beginning to end. Time can be measured in standard units such as seconds, minutes, hours, and days. Time is also categorized by A.M. or P.M. Both analog and digital clocks are instruments to tell time. Time can be told to the nearest hour, half hour, quarter hour, or to the minute. Elapsed time can be found by finding the total amount of time that passes between a starting time and an ending time. In some problems, you may know the elapsed time and have to calculate the beginning or ending time. 

 

  • Tell and write time to the nearest minute.

Students tell time to the nearest 5 minutes in earlier grades and should be comfortable with analog and digital clocks. 3rd-grade students are expected to be able to represent elapsed time with number line models as shown below.

  • Measure elapsed time using number line diagrams.

Number line diagrams (as pictured above) help students make connections with operations and the meaning of elapsed time. Elapsed time on an analog clock can be challenging for students as the hands circle around the clock. Essentially, students can lose track of time or the passage of it. It is also important that students connect the number line to an analog representation. For more, read Dr Dixon's article on Tracking Time Links to an external site..

  • Solve problems with elapsed time using tools including number line diagrams.

Word problems should represent all problem types. This includes start unknown, change unknown, and result unknown. 

Essential vocabulary for this standard includes: second, minute, hour, day, elapsed time, analog clock, digital clock, A.M.,  and P.M.  

 

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
  • Review time to nearest half-hour through routines.
  • Review time to nearest quarter-hour minutes through routines.
  • Review time to nearest five minutes through routines.
  • Tell and write time to the nearest minute.
  • Measure elapsed time using number line diagrams.
  • Solve problems with elapsed time using tools including number line diagrams.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 2 Grade 4
Tell and write time to the nearest five minutes with a.m. and p.m. (2.MD.C.7 ) This concept is not taught after grade 3.  Students are expected to apply this standard proficiently.

 

Back to Top

 

Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction.

  • Students learn time to the half-hour and time to the quarter-hour in previous grades, begin teaching time with a review of these concepts. Distribute fraction circles to students. Ask students to take out their halves pieces and their quarter pieces. Give each student a small Judy clock and ask "How can these fraction pieces help us understand telling time?" Student responses and discussion should center around the connections between "a fourth of an hour" as it connects to "quarter of an hour" and "quarter past" (same for half). Model the fraction pieces on the Judy clock as it relates to the discussion. Show a time on the Judy clock  (quarter, half or on the hour) and ask students to write the time on a whiteboard/paper. As needed review how to write times correctly.
  • Distribute Judy clocks to each student. Ask students to recall the review of time to the hour, half-hour and quarter-hour. Now ask students to examine their clock and ask them what they notice? Maybe students will note the small ticks between numbers. Write 2:37 on a whiteboard and show to students. Ask students to work in partners to show this time on their clocks. Do not model this first. Give students an opportunity to make meaning of the task first. Observe students working and strategically select who will share first and then second. The discussion should center around the numbers on the clock, the meaning of the ticks between the numbers, counting by fives and ones. Pose another time (11:24) and repeat. 
  • Distribute Judy clocks to each student. Pose an elapsed time problem and give students time to work together to solve. Observe students as they work and strategically select who will share in what order in the debrief. One example problem: The baseball game started at 4:30pm. It lasted 2 hours and 15 minutes. What time did the game end? Repeat.
  • Oliver says that it is about 1:45. What could the exact time be?
  • How could you show how long it took Sally to get from home to school if she left at 8:30 and got there at 9:05?
  • What information would you need to know in order to determine what time you need to leave the house in order to make it to your 10:15 a.m. doctor’s appointment?
  • Jeff has a 4 hour and 30 minute flight to Utah. He leaves Baltimore at 7:30 a.m. What time does he arrive in Utah? Show two different ways to solve this problem.
  • How can you use a number line to show elapsed time?
  • Kim leaves her house at 9:45 and arrives at the library at 10:05.  Jeremy leaves his house at 9:55 and arrives at the same library at 10:15.  Who lives closer to the library?  How do you know?
  • You spent 1 hour and 25 minutes doing chores.  You started at 11:10 in the morning.  What time did you finish? 
  • Jason's bedtime is 8:30 and he wants to read for 45 minutes beforehand.  What time does he need to begin reading? Jason forgot he also needs 10 minutes to brush his teeth and say goodnight to his dog after reading.  How does this change the time that he needs to begin reading?

 

Slide-Based Tasks 

These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 15 • Time, Measurement, Graphing, and Shapes

Telling and Writing Time to the Nearest Minute:

Solve Word Problems Involving Time:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. [NOTE: NCTM membership required for access to Illuminations lessons.]

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics    K-3  243 (Which Takes Longer, Activity 8.16)
  Hands-On Standards 3-4
122, (Telling Time)
124, (Elapsed Time)
140-141 (Elapsed Time) 
  Brain-Compatible Activities 2-3 96-98
  NumberSense 3-4 212-2-14 (Time Out)
  Roads to Reasoning

3

4

7, 36, 50, 54, and 61

9, 19, 23, 50, 53, 55 and 65

Math In Practice

Teaching Third-Grade Math

3

Module 11

 

More Ideas

 

 

Back to Top

 

Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

Back to Top

 

Assessment

Learning Targets


  • Tell and write time to the nearest minute.
  • Measure elapsed time using number line diagrams.
  • Solve problems with elapsed time using tools including number line diagrams.

 

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

 

Back to Top

 

 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.